Your SlideShare is downloading. ×
ISTE 2010
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

ISTE 2010

10,188
views

Published on

Presentation at ISTE 2010

Presentation at ISTE 2010

Published in: Education

3 Comments
19 Likes
Statistics
Notes
No Downloads
Views
Total Views
10,188
On Slideshare
0
From Embeds
0
Number of Embeds
18
Actions
Shares
0
Downloads
49
Comments
3
Likes
19
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide
  • As defined in a JISC publication, Effective Practices with e-portfolios: The e-portfolio is the central and common point for the student experience… It is a reflection of the student as a person undergoing continuous personal development, not just a store of evidence. (Geoff Rebbeck, e-Learning Coordinator, Thanet College, quoted in JISC, 2008, Effective Practice with e-Portfolios)
  • Phil Abrami and researchers at Concordia University developed ePearl, an ePortfolio tool. Their goal: Encouraging self-regulated learning through electronic portfolios. Self regulated learning is shown here through three processes: planning, doing and reflecting.
  • How do portfolios and reflection fit into the this self-regulation process?BEFORE - goal-setting (reflection in the future tense), setting the stage for actionDURING - immediate reflection (in the present tense), where students capture evidence during the learning process, or maintain a learning journalAFTER - retrospective (in the past tense) where students look back on performance efforts, and their response to the learning experience.Portfolios can be used to record all three types of reflection
  • Is this happening in your institution?
  • There are the two major approaches to implementing e-portfolios. Janus is the Roman god of gates and doors, beginnings and endings, and hence represented with a double-faced head, each looking in opposite directions. He was worshipped at the beginning of the harvest time, planting, marriage, birth, and other types of beginnings, especially the beginnings of important events in a person's life. Janus also represents the transition between primitive life and civilization, between the countryside and the city, peace and war, and the growing-up of young people.
  • Japanese!
  • Catalan
  • Spanish!
  • Mandarin
  • Collection -- Creating the Digital Archive (regularly – weekly/monthly)Digital Conversion (Collection)Artifacts represent integration of technology in one curriculum area (i.e., Language Arts) Stored in GoogleDocs
  • Collection/Reflection/Feedback (Immediate Reflection/Feedback on Learning & Artifacts in Collection) (regularly) organized chronologically (in a blog?)Captions (Background Information on assignment, Response)Artifacts represent integration of technology in most curriculum areas (Feedback in blog or GoogleDocs)If you are blogging with your students on a regular basis, you are beginning a working portfolio.
  • Selection/Reflection and Direction (each semester? End of year?) organized thematically (in web pages or wiki)Why did I choose these pieces? What am I most proud to highlight about my work?What do they show about my learning? What more can I learn (Goals for the Future)?Presentation (annually)Evaluation
  • Oregon in April, Colorado & Iowa yesterday.
  • Just like Social Networks
  • Perhaps most predominant in many teacher education programs today.
  • “Portfolios should be less about tellingand more about talking!” Julie Hughes, University of Wolverhampton
  • Transcript

    • 1. Interactive PortfoliosWeb 2.0 tools to Support Assessment FOR Learning
      Dr. Helen Barrett
      electronicportfolios.org
      Twitter: @eportfolios
      http://www.slideshare.net/eportfolios/
    • 2. What are Interactive Portfolios?
      Online Portfolios using Web 2.0 tools to:
      • reflect on learning in multiple formats
      • 3. showcase work online to different audiences
      • 4. dialogue about learning artifacts/reflections
      • 5. feedback to improve learning
    • Description
      Implement Web 2.0 tools for classroom-based assessment, enabling teacher/peer feedback to improve student achievement. Review the power of using blogs, wikis, and GoogleApps Education Edition.
    • 6. Context
      Why
      Electronic Portfolios Now?
    • 7. Draft National Educational Technology Plan (2010)
      Technology also gives students opportunities for taking ownership of their learning. Student-managed electronic learning portfolios can be part of a persistent learning record and help students develop the self-awareness required to set their own learning goals, express their own views of their strengths, weaknesses, and achievements, and take responsibility for them. Educators can use them to gauge students’ development, and they also can be shared with peers, parents, and others who are part of students’ extended network. (p.12)
    • 8. Technology & Reflection
      Two Common Themes across the Lifespan with ePortfolio Development andSocial Networking
      6
    • 9. Learner-Centered Philosophy
      "A portfolio tells a story. It is the story of knowing. Knowing about things... Knowing oneself... Knowing an audience... Portfolios are students' own stories of what they know, why they believe they know it, and why others should be of the same opinion.” (Paulson & Paulson, 1991, p.2)
    • 10. QUOTE
      • The e-portfolio is the central and common point for the student experience… It is a reflection of the student as a person undergoing continuous personal development, not just a store of evidence.-Geoff Rebbeck, e-Learning Coordinator, Thanet College, quoted in JISC, 2008, Effective Practice with e-Portfolios
    • Electronic Portfolios
      almost two decades (since 1991)
      used primarily in education to
      store documents
      reflect on learning
      feedback for improvement
      showcase achievements for accountability or employment
      9
    • 11. Social networks
      last five years
      store documents and share experiences,
      showcase accomplishments,
      communicate and collaborate
      facilitate employment searches
      10
    • 12. Boundaries Blurring (between e-portfolios & social networks)
      Structured Accountability Systems? or…
      Lifelong interactive portfolios
      Picasa
      Mash-ups
      Facebook
      Flickr
      blogs
      YouTube
      Ning
      wikis
      Twitter
      11
    • 13. Some Basic Concepts
      ePortfolio and social networking are both:
      Process: Time and Effort - Journey
      Product: The outcome - Destination
      12
    • 14. Processes
      Social Networking
      Connect(“Friending”)
      Listen(Reading)
      Respond(Commenting)
      Share(linking/tagging)
      Portfolio
      Collection
      Selection
      Reflection
      Direction/Goals
      Presentation
      Feedback
      Technology
      Archiving
      Linking/Thinking
      Digital Storytelling
      Collaborating
      Publishing
      13
    • 15. Self-Regulated LearningAbrami, P., et. al. (2008), Encouraging self-regulated learning through electronic portfolios. Canadian Journal of Learning and Technology, V34(3) Fall 2008. http://www.cjlt.ca/index.php/cjlt/article/viewArticle/507/238
    • 16. What are Effective Self-Regulation Processes?
      Performance or Volitional Control
      Processes that occur in action and affect attention and action
      DURING
      Capturing Process/
      Journals
      Goals
      Forethought
      Influential processes which precede efforts to act and set the stage for action.
      BEFORE
      Self-Reflection
      Processes which occur after performance efforts and influence a person’s response to that experience
      AFTER
      Change over time
      Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.
    • 17. Deep Learning
      • involves reflection,
      • 18. is developmental,
      • 19. is integrative,
      • 20. is self-directive, and
      • 21. is lifelong
      Cambridge (2004)
    • 22. Review Examples of Scaffolding for Reflection
      http://sites.google.com/site/reflection4learning
    • 23. E-Portfolio Components
      • Multiple Portfolios for Multiple Purposes-Celebrating Learning-Personal Planning-Transition/entry to courses-Employment applications-Accountability/Assessment
      • 24. Multiple Tools to Support Processes-Capturing & storing evidence-Reflecting-Giving & receiving feedback-Planning & setting goals-Collaborating-Presenting to an audience
      • 25. Digital Repository
      (Becta, 2007; JISC, 2008)
    • 26. Multiple Purposes of E-Portfolios in Education
      Learning/ Process/ Planning
      Marketing/ Showcase
      Assessment/ Accountability
      "The Blind Men and the Elephant” by John Godfrey Saxe
    • 27. Multiple Purposes from Hidden Assumptions
      What are yours?
      • Showcase • Assessment • Learning •
      http://www.rsc-northwest.ac.uk/acl/eMagArchive/RSCeMag2008/choosing%20an%20eportfolio/cool-cartoon-346082.png
    • 28. Forms of Assessment
      • Formative Assessments
      • 29. Provides insights for the teacher
      • 30. Assessment FOR Learning
      • 31. Provides insights for the learner
      • 32. Summative Assessments (Assessment OF Learning or Evaluation)
      • 33. Provides insights (and data) for the institution
      Nick Rate (2008) Assessment for Learning & ePortfolios, NZ Ministry of Ed
    • 34. Crucial Distinction
      Assessment OF LearningHow much have students learned as of a particular point in time?
      Assessment FOR LearningHow can we use assessment to help students learn more?
      Rick StigginsAssessment Training Institute
    • 35. www.qca.org.uk ages3-14
    • 36. Principles of Assessment FOR Learning
      Definition:Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.
    • 37. Nick Rate (2008) Assessment for Learning & ePortfolios. NZ Ministry of Ed (p. 24)
    • 38. Learning to Learn Portfolio ModelIan Fox, New Zealand
    • 39. Balancing the 2 Faces of E-Portfolios
    • 40. Types of E-Portfolio Implementation
      Working Portfolio
      The Collection
      The Digital Archive
      Repository of Artifacts
      Reflective Journal(eDOL)
      Collaboration Space
      Portfolio as Process-- Workspace (PLE)“shoebox”
      Presentation Portfolio(s)
      The “Story” or Narrative
      Multiple Views (public/private)
      Varied Audiences(varied permissions)
      Varied Purposes
      Portfolio as Product-- Showcase
    • 41.
    • 42. Japanese
    • 43. Catalan
    • 44. Spanish
    • 45. Mandarin
    • 46. Structure of E-Portfolio Types
      Portfolio as Product/ Showcase
      Organization: Thematic – Documenting achievement of Standards, Goals or Learning Outcomes for primarily external audiences
      Primary Purpose: Accountability or Employment or Showcase
      Reflection: retrospective focus on Standards, Goals or Learning Outcomes (Themes)
      Portfolio as Process/ Workspace
      Organization: Chronological – eDOL(Electronic Documentation of Learning – U. of Calgary) Documenting growth over time for both internal and external audiences
      Primary Purpose: Learning or Reflection
      Reflection: immediate focus on artifact or learning experience
    • 47. Level 1 - Collection
    • 48. Level 2: Primary Purpose: Learning/Reflection/Feedback
    • 49. Level 3: Primary Purpose: Showcase/Accountability
    • 50. Timeline
      38
      Level 1: Collection
      Level 2: Reflection/Goals + Feedback
      Level 3: Selection + Presentation + Evaluation
    • 51. Social Learning
      Interactivity!
      39
    • 52. Think!
      Engagement Factors?
      Social networks?
      ePortfolios?
      40
    • 53. Architecture of InteractionArchitecture of Participation (Web 2.0)
      allows a
      Pedagogyof Interaction
      (ePortfolio 2.0)
    • 54. Web 2.0 is becoming the Personal Learning Environment of the “Net Generation”
      Learning that is…
      • Social and Participatory
      • 55. Lifelong and Life Wide
      • 56. Increasingly Self-Directed
      • 57. Motivating and Engaging
      • 58. … and Online!
    • Websites with “how-to’s”
      ePortfolios with Google Appshttp://sites.google.com/site/eportfolioapps/
      Interactive ePortfolioshttp://electronicportfolios.org/blogmodels/ (includes WordPress/EduBlogs)
      All linked from my website: http://electronicportfolios.org/
    • 59. Oregon, Colorado, Iowa
      States Adopt Google Apps for Schools
      Groups
      Docs
      Video
      Sites
      Mail
      Calendar
      Wave
    • 60. Add-ons to GoogleAppsby Fall
      Additional Google Applications soon to be included inside GoogleApps Education domains
    • 61. electronicportfolios.org/Google
    • 62. GoogleAppsePortfolios
    • 63. Interactive ePortfolios
      A book under development
      “Using Web 2.0 to preserve memories,share stories of deep learning, document achievements, and envision the future”
    • 64. Tentative Contents
      Intro -“Why”- Purposes
      Reflection in ePortfolios
      Assessment
      Web 2.0 Tools
      Planning & Change
      Balancing 2 Faces
      Lifelong ePortfolio Scenario
      Examples & Stories:- ECE & Primary- Middle School- High School- College - Professional
      How-to’s- GoogleApps- WordPress
      Digital Storytelling in ePortfolios
    • 65. Golden Circle
      What?
      How?
      Why?
      50
    • 66. Engage!
    • 52
      Similarities in Process
      Major differences:
      extrinsic vs.
      intrinsic motivation
      Elements of True (Intrinsic) Motivation:
      Autonomy
      Mastery
      Purpose
    • 70. Pink’s Motivation Behavior
      X
      Type X - Extrinsic
      fueled more by extrinsic rewards or desires (Grades?)
      Type I – Intrinsic
      Behavior is self-directed.
      I
      53
    • 71. Successful websites = Type I Approach
      • People feel good about participating.
      • 72. Give users autonomy.
      • 73. Keep system as open as possible.
      - Clay Shirky
      54
    • 74. Autonomy & ePortfolios
      Choice
      Voice
      Sharing
      Feedback
      Immediacy
      55
      http://www.flickr.com/photos/kenturamon/342946821/
    • 75. Mastery & ePortfolios
      • Exhilaration in Learning
      • 76. Sports? Games?
      • 77. Compliance vs. Personal Mastery
      • 78. Open Source movement (Wikipedia vs. Encarta)
      • 79. Make a contribution
      56
    • 80. Mastery & ePortfolios (2)
      ePortfolio:
      Flow
      Showcasing Achievements
      Increased self-awareness and self-understanding
      “Only engagement can produce Mastery.” (Pink, 2009, p.111)
      57
    • 81. FLOW
      a feeling of energized focus (Csíkszentmihályi)
      “Reach should exceed the Grasp”
      58
    • 82. Student Engagement!
      CQ + PQ > IQ (Friedman, 2006)[Curiosity + Passion > Intelligence]
      Find voice and passions through choice and personalization!
      Portfolio as Story
      Positive Digital Identity Development - Branding
      “Academic MySpace”
      59
    • 83. Use ePortfolios to documentMASTERY
      60
    • 84. Purpose & ePortfolios
      61
    • 87. 62
      Good Question…
    • 88. 63
      Because Purpose and Passion Co-Exist
    • 89. Life Portfolio – planning for an extended midlife transition (50-90)
      • Passions and pursuits
      • 90. New possibilities
      • 91. Visualize a new life
      • 92. Not “retirement” but “rewirement”
      64
    • 93. 65
    • 94. 66
      Portfolio Way of Thinking
      • Portfolios can be timeless
      • 95. What really matters in life?
      • 96. Discover or rediscover passion…
      • 97. Create a legacy…
      • 98. Turn careers into callings, success into significance…
      • 99. To make a difference…
      • 100. An ongoing, ageless framework for self-renewal
    • Create a Professional Portfolio
      Model Intrinsic Motivation!
      Share with Students!
      Prepare for the Portfolio Life!
    • 101. Another Vision of ePortfolios
    • 102. Draft National Educational Technology Plan (2010)
      Many schools are using electronic portfolios and other digital records of students’ work as a way to demonstrate what they have learned. Although students’ digital products are often impressive on their face, a portfolio of student work should be linked to an analytic framework if it is to serve assessment purposes. The portfolio reviewer needs to know what competencies the work is intended to demonstrate, what the standard or criteria for competence are in each area, and what aspects of the work provide evidence of meeting those criteria. Definitions of desired outcomes and criteria for levels of accomplishment can be expressed in the form of rubrics. (p.34)
    • 103. Two “Paradigms” of Assessment (Ewell, 2008)
      Ewell, P. (2008) Assessment and Accountability in America Today: Background and Content
    • 104. Opportunity Cost
      The alternative you give up when you make a decision…
      The cost of an alternative that must be forgone in order to pursue a certain action
      What is the opportunity cost of emphasizing accountability/compliance in ePortfoliosover improvement/reflection and deep learning?
    • 105. Goal: Balance in Electronic Portfolios
      Purpose
      Improvement
      (Student-Centered)
      (Or Course-Centered)
      Accountability/
      Compliance
      (Institution-Centered)
      Along a Continuum
      ??
      ??
      Opportunity Cost
    • 106. Goal: Balance in Electronic Portfolios
      Purpose
      Improvement
      Accountability
      Highly Structured
      Uniformity and Standardization
      Required Assignments
      Formal Evaluation
      Complexity
      Checklist
      Data!
      Engagement
      Deep Learning
      Personalization
      Choice and Voice
      Lifelong Skills
      Ease of Use
      Ownership
      Time
      Opportunity Cost
    • 107. Goal: Balance in Electronic Portfolios
      Purpose
      Accountability
      Improvement
      Flexible Structure
      Self-Assessment & Feedback
      Lifelong Learning Skills
      More Social Learning
      Personalization
      Choice and Voice
      Engagement
      Story
      Time Involvement
      Ease of Scoring for…
      Collection of Data for…
      Accountability
      Institutional Support
      & Funding?
      Opportunity Cost
    • 108. Goal: Balance in Electronic Portfolios
      Purpose
      Accountability
      Feedback
      Uniformity
      Flexible Requirements
      Data
      Program Improvement
      Improvement
      Self-Assessment
      Personalization
      Choice and Voice
      Student Engagement
      Increased Achievement
      Time
      Complexity
      Social
      Learning
      Opportunity Cost
    • 109. Finding Balance in E-Portfolio Implementation
      Tools
      Use separate tools for assessment management andstudent e-portfolios?
      Ball State’s rGrade & WSU’s Harvesting Gradebook
      Incorporate blogging and social networking tools forinteractivity and engagement
      Open Source Tools: WordPress, Movable Type, Mahara
      Allow embedding student Web 2.0 links, including video,into their e-portfolios
      Enable exporting e-portfolio to students’ lifetimepersonal webspace
    • 110. Finding Balance in E-Portfolio Implementation
      Strategies
      Acknowledge the importance of both portfolio asworkspace (process) & showcase (product)
      Support student choice and voice in e-portfolios
      Facilitate reflection for deep learning
      Provide timely and effective feedback for improvement
      Encourage student use of multimedia in portfolios forvisual communication and literacy
      Digital Storytelling & Podcasting
      Picasa/Flickr slideshows
      Acknowledge/Encourage students’ Web 2.0 digital identity
    • 111. Portfolios can help learners find their Voice…
      and explore their Purpose and Passions through Choice!
    • 112. Do Your e-Portfolios have CHOICE and VOICE?
      Individual Identity
      Reflection
      Meaning Making
      21st Century Literacy
      79
    • 113. ePortfolios should be more Conversation
      than Presentation
      (or Checklist)
      Because Conversation transforms!
    • 114. A Reminder…
      Reflection & Relationships
      … the “Heart and Soul” of an ePortfolio…
      NOT the Technology!
      81
    • 115. My Final Wish…
      dynamic celebrations
      stories of deep learning
      across the lifespan
      82
    • 116. Dr. Helen Barrett
      Researcher & ConsultantElectronic Portfolios & Digital Storytellingfor Lifelong and Life Wide Learning
      eportfolios@gmail.com
      http://electronicportfolios.org/
      Twitter: @eportfolios